서해경 Hai-kyoung Seo , 김향지 Hyang-ji Kim

DOI:10.34262/kadd.2024.28.3.1 Vol.28(No.3) 1-17, 2024

Prosocial behavior is an act to make and keep a good relationship with others, which is also a social skill. This study shows that how the project using a multimedia fairy tales that provide an active and interesting exploration opportunities on helping, try proximity, and empathy which are prosocial behaviors of children with intellectual disabilities. This study was conducted with a 12 years old child with intellectual disabilities, who goes to W center in P city in Gyeongsangbuk-do Province. The study used a multiple probe design across subjects, which consists of 3~5 times with baseline, 9~15 times with intervention, and 3 times with maintenance. The project using a multimedia fairy tale affect prosocial behaviors of children with intellectual disabilities especially in helping, try proximity, empathy, and maintaining prosocial behaviors. Therefore, The project using a multimedia fairy tale would be used meaningfully in improving prosocial behaviors of children with intellectual disabilities.

멀티미디어 동화 과제수행, 지적장애 아동, 친사회적 행동, Multimedia Fairy Tale, Children with Intellectual Disabilities, Prosocial Behavior

조형진 Hyeung-jin Cho , 김정연 Jeong-youn Kim

DOI:10.34262/kadd.2024.28.3.2 Vol.28(No.3) 19-41, 2024

The purpose of this study is to analyze the leisure sports participation experiences and their significance among high school students with developmental disabilities, and to derive meaningful implications in the fields of physical education and leisure activities for students with developmental disabilities. The study participants were three high school students with developmental disabilities, and data were collected through individual interviews, group interviews, and overall interviews. The interview data were transcribed and then coded by selecting meaningful words and sentences, applying content analysis as one of Patton's (1990) inductive category analyses. The coded data were analyzed through thematic coding and the constant comparative method. As a result of the qualitative analysis of the leisure sports participation experiences of high school students with developmental disabilities, five major themes and fourteen sub-themes were derived. The five major themes are: 1) Changes toward a healthy lifestyle, 2) A sense of accomplishment from activities, 3) Satisfaction derived from leisure sports activities, 4) Improvement in relationships, and 5) Changes in attitudes toward leisure activities. In the discussion and suggestions section, the implications based on the research results were discussed, and recommendations were provided.

발달장애, 여가스포츠, 체육, 여가, Developmental Disabilities, Leisure Sports, Physical Education, Leisure

이성아 Seong-ah Lee

DOI:10.34262/kadd.2024.28.3.3 Vol.28(No.3) 43-62, 2024

The purpose of this study is to explore the perception and experience of special teachers about the exercise of self-determination rights of children and adolescents with developmental disabilities, and how to improve the self-determination rights of children and adolescents with developmental disabilities recognized by special teachers. Focus group interviews (FGI) were conducted with six special teachers as a research method, and four major topics and 12 sub-themes were derived as a result of the study: ( 1) poor self-determination rights of students with developmental disabilities; (2) teachers' efforts and difficulties to support self-determination of students with developmental disabilities; (3) ways to support self-determination rights of students with developmental disabilities: focusing on the role of people around them; (4) ways to support self-determination rights of students with developmental disabilities: focusing on the system. Based on the research results, we discussed ways to improve the right to self-determination of people with developmental disabilities by focusing on the educational field.

발달장애 아동, 발달장애 청소년, 자기결정, 자기결정권, Self-determination, Self-determination rights, Children with Developmental Disabilities, Adolescent with Developmental Disabilities

신민주 Min-ju Shin

DOI:10.34262/kadd.2024.28.3.4 Vol.28(No.3) 63-77, 2024

This study is a qualitative study that aims to find out what kind of influence the experience of participating in a small group family program utilizing physical activities has on families with developmental disabilities. For this study, the data were analyzed based on the results of focus interviews and individual in-depth interviews conducted on 12 children with developmental disabilities and 15 families who participated in the lifelong learning city program hosted by the Ministry of Education about their experience of participating in the program. The results of the study led to three major themes and six sub-themes. As a result, it was concluded that families with developmental disabilities need educational activities, but programs that allow families to understand and communicate with each other through time spent together are more necessary. In conclusion, this program has produced the results of ‘a time when our hearts become stronger together’, ‘a time when we understand each other a little better’, and ‘a time when we are happy together as a family’. We hope that in the future, various programs that consider educational, psychological, and physical aspects for families with developmental disabilities will be expanded and implemented, so that there will be more times when we can give happiness to families with developmental disabilities.

발달장애인 가족, 소집단 가족 프로그램, 질적 연구, Families with Developmental Disabilities, Small Group Family Programs, Qualitative Research

이종민 Chong-min Lee , 김유리 Yu-ri Kim , 강선영 Sun-young Kang

DOI:10.34262/kadd.2024.28.3.5 Vol.28(No.3) 79-101, 2024

The purpose of this study was to identify support needs based on the experiences of people with developmental disabilities, their families, and service providers with community independent living. The research questions were, “What are the experiences and perceptions of people with developmental disabilities, their families, and service providers about community independent living?”, “What are the benefits and challenges of community independent living for people with developmental disabilities?”, “What are the support needs of people with developmental disabilities, their families, and service providers related to community independent living?”. This study applied a qualitative meta-analysis method, and nine articles were selected and analyzed in six steps. As a result of the analysis, 4 areas and 13 themes were identified, as follows. The first area was transition to independent living, where people with developmental disabilities were transitioning from institutionalization or family care and were receiving a range of help and support along the way. The second area was the positive impact of independent living, which was found to be beneficial in improving the quality of life of people with developmental disabilities, reducing the burden on their families, and changing the attitudes and perceptions of others. The third area was the challenges of independent living, where people with developmental disabilities living independently in the community faced challenges related to economic security, social relationships, health care, and experiences with crime and discrimination. The fourth area was support needs for independent living, which pointed to the need for empowerment of people with developmental disabilities, training and recruitment of professionals, improved welfare systems, and greater public accountability for care. Based on these findings, practical recommendations were made at the educational, policy, and social levels to expand independent housing for people with developmental disabilities.

지적장애, 자립생활, 주거지원, 지원주택, 질적 메타분석, Intellectual Disability, Independent Living, Housing Support, Supported Living, Qualitative Meta-Analysis

차재경 Jae-kyoung Cha

DOI:10.34262/kadd.2024.28.3.6 Vol.28(No.3) 103-125, 2024

The purpose of this study analyze and review the latest domestic experimental studies on intervention programs related to parent education for students with developmental disabilities, and based on the research results, suggested future research directions for the development and operation of parent education programs for students with developmental disabilities. To this end, a total of 36 experimental studies published in domestic journals registered from 2014 to June 2024 were selected as the analysis subjects. The analysis was largely divided into two categories: overall characteristics (annual publication status, research subjects, research sites, experimental designs, dependent variables) and characteristics of intervention program content and teaching methods (intervention content, intervention delivery method, intervention operation type, interventionist, intervention sessions/hours per session). As a result of the study, first, among the overall characteristics, annual publication status has been studied consistently up to 2024, and research was conducted without interruption even between 2020 and 2022, when COVID-19 was prevalent. Most of the research subjects were studies in which students with developmental disabilities and their mothers participated together, and the number of studies in which fathers participated was very small. The research sites were mostly home and private centers, which were face-to-face sites, and the number of studies conducted non-face-to-face was not large. The experimental design most utilized the pretest-posttest control design of group research. In addition, the dependent variables was the parenting attitude-related variable targeting parents of students with developmental disabilities. Second, among the characteristics of the intervention program content and teaching method, the intervention content(independent variables) was mostly related to communication, behavior, and sociality among studies in which students with developmental disabilities and their parents participated together, and the delivery method was used in various ways in all the analyzed papers, with explanatory lectures, feedback, and video viewing being the main methods, while the number of studies using coaching or prompting was small. In addition, there were more cases of one mediator than two, and among them, the researcher was the main mediator. The group composition form of the intervention program was the most common study that used individual and small group (2-5 people) mediation for students with developmental disabilities and their parents, and the number of intervention sessions and time per session was most often between 10 and 15 sessions, and there were also 6 studies that used less than 10 sessions. The duration of each session was from 1 hour to 1 hour and 30 minutes in many studies, and there were many cases where the duration of each session was unknown. Based on the research results of this study, the direction of research related to the development and operation of parent education programs for students with developmental disabilities was discussed and suggestions for follow-up research were made.

발달장애, 부모교육, 중재 프로그램, 실험연구, 문헌연구, Developmental Disabilities, Parent Education, Intervention Programs, Experimental Studies, Literature Review

전유찬 Yu-chan Jeon , 정희섭 Hee-sup Jung

DOI:10.34262/kadd.2024.28.3.7 Vol.28(No.3) 127-142, 2024

This study is a basic study to develop history teaching and learning materials for children with developmental delays. The goal is to systematically organize the current research flow and achievements by analyzing trends related to the research topic. Through this, we aim to provide direction and basic information necessary for the development of history teaching and learning materials for children with developmental delays in the future and contribute to designing more effective teaching and learning materials. For this purpose, 21 papers published in Korea from 1999 to 2024 were selected for analysis using an Internet paper search site. Selected papers were analyzed by year, topic, subject, and research type. As a result of the analysis, first, by year of publication, research was conducted until 2024, starting with one academic journal paper that began in 1999, but research was not conducted continuously every year. Second, by topic, among the five research topics, papers dealing with the effects of using teaching and learning materials (picture books, picture cards) accounted for the largest proportion with 8 papers (38.1%). Third, by subject, studies including mixed subjects (young children and teachers with developmental delays) accounted for the most with 7 studies (35.3%). Fourth, by study type, cultural technology studies showed the highest proportion with 8 studies (38.1%). . Lastly, research related to the development of teaching and learning materials for children with developmental delays was very rare, and in particular, almost no research was found related to history classes for children with developmental delays. Considering this lack of research, the research directions and suggestions presented in this study are expected to serve as important basic data for the development of teaching and learning materials for children with developmental delays in the future. The results of this study are expected to provide useful reference material for designing effective teaching and learning materials considering the characteristics of children with developmental delays and to contribute to research and practice in related fields.

발달지체유아, 역사, 역사 수업, 교수ㆍ학습자료, 수업 자료, Children with Developmental Delay, History, History Class, Teaching and Learning Materials, Teaching material, Play activity

윤형준 Hyung-jun Yun , 김대용 Dae-yong Kim

DOI:10.34262/kadd.2024.28.3.8 Vol.28(No.3) 143-158, 2024

The purpose of this study is to verify the impact of Psychomotorik program intervention using a simultaneous promotion strategy on the participation behavior of children with developmental disabilities. To achieve the purpose of the study, a 14-session Psychomotorik program was developed and operated for three children with developmental disabilities, and the study design used the ABAB reverse design of a single-subject study to examine the intervention effect. The research results are as follows. It was confirmed that all three developmentally disabled children showed greater increases in participation behaviors such as attention, task performance, activity participation, and rule keeping in the Psychomotorik program that applied the simultaneous facilitation strategy than in the Psychomotorik program that did not apply the simultaneous facilitation strategy. Based on the results of this study, the effectiveness of the simultaneous promotion strategy and Psychomotorik program for children with developmental disabilities was demonstrated. The significance of this study is that it provides scientific evidence that the simultaneous promotion strategy can be used as a useful support strategy to enhance the participation behavior of children with developmental disabilities in psychological exercise.

심리운동, 발달장애, 동시촉진, 참여행동, Psychomotorik, Developmental Disability, Simultaneous Prompting, Participation Behavior

김나현 Na-hyeon Kim

DOI:10.34262/kadd.2024.28.3.9 Vol.28(No.3) 159-172, 2024

This study sought to determine the effect of a 10-week drone soccer program on the perceptual motor skills of people with developmental disabilities. The study subjects were 20 people with developmental disabilities belonging to the Lifelong Education Center for the Disabled in P City and randomly divided into 10 experimental groups and 10 control groups. The selection criteria were voluntary participants, those who did not practice other types of exercise, and those who did not have cardiopulmonary or underlying diseases. The experimental group was subjected to a drone soccer program for 10 weeks, and the perceptual motor ability was compared and analyzed with the control group to draw the following conclusions. First, there was a significant difference in spatial perception and motor skills for both spatial range (p<.01) and spatial location (p<.05). Second, there was a significant difference in direction perception motor ability for both directional movement (p<.001) and direction change (p<.01), and thirdly, time perception motor ability showed speed continuity (p<.001) and speed simultaneity (p<.001). There was a significant difference in both p<.001) and rhythm synchrony (p<.05). As a result, it was found that the application of the drone soccer program to developmentally disabled people, who have limited activities in daily life and social participation in general, helps improve perceptual motor skills.

드론축구 프로그램, 발달장애인, 지각 운동능력, 공간지각, 방향지각, 시간지각, Drone Soccer Program, Developmentally Disabled People, Perceptual Motor Skills, Spatial Perception, Direction Perception, Time Perception

이주희 Juhee Yi , 김화수 Whasoo Kim

DOI:10.34262/kadd.2024.28.3.10 Vol.28(No.3) 173-194, 2024

This study aimed to investigate the effects of a caregiver-implemented SCERTS model-based intervention on autistic children's language and challenging behaviors, as well as caregivers' parenting efficacy. A total of nine child-caregiver dyads, consisting of children diagnosed with or at increased likelihood of autism and aged between 24 and 75 months, participated in this study. They were allocated to the experimental group (n=5 dyads) and the waitlist control group (n=4 dyads). The program consisted of four components: (1) caregiver education, (2) SCERTS assessment, (3) development of an individualized intervention program, and (4) implementation of intervention in daily activities with progress monitoring. The program was conducted twice a week for 50 minutes each session over 8 weeks, utilizing a hybrid approach of both face-to-face and telepractice sessions. The results showed that children in the experimental group improved significantly in receptive language and composite language; there was no significant change in the frequency of children’s challenging behaviors; and caregivers in the experimental group also improved significantly in parenting efficacy. Furthermore, every caregiver in the experimental group reported in the social validity assessment that the use of telepractice technology was not challenging. These findings indicate that a caregiver-implemented SCERTS model-based intervention that incorporates face-to-face and telepractice sessions is both feasible and effective in enhancing receptive and composite language in autistic children and caregivers’ parenting efficacy. Recommendations for future studies and clinical applications are given in light of these findings.

SCERTS 모델, 자폐, 양육자 실행 중재, 대면 및 원격중재, SCERTS Model, Autism, Caregiver-Implemented, Face-to-Face and Telepractice

유일다 Il-d A Yu , 조일석 Il-seok Jo , 나경은 Kyong-eun Na

DOI:10.34262/kadd.2024.28.3.11 Vol.28(No.3) 195-221, 2024

The purpose of this study is to analyze the perceptions and experiences of sex education instructors for adolescents with disabilities. It aims to understand the personal changes and challenges that instructors experience while conducting sex education and to examine the support they need. The study participants consist of 12 instructors with over five years of experience in sex education for adolescents with disabilities. The research method included conducting individual interviews, with the data transcribed and analyzed through thematic analysis. The themes that emerged from the analysis were 'Stepping into a New World,' 'Becoming a sexuality education Instructor for Adolescents with Disabilities,' 'Challenges Faced While Teaching sexuality education to Adolescents with Disabilities,' and 'Support Needed for Teaching sexuality education to Adolescents with Disabilities.' Based on these findings, the study's discussion can be summarized as follows. Firstly, sexuality education instructors for adolescents with disabilities experienced a shift in their perception of disabilities. Secondly, instructors created their identity as a sex education instructor for adolescents with disabilities, taught with the values and goals of rights-based sex education, and experienced the growth of adolescents with disabilities and instructors through the lecture process. This process allowed both the instructors and the adolescents to experience personal and professional growth. Thirdly, the instructors faced significant challenges, including unstable social status, economic difficulties, and self-doubt regarding their professional expertise. They also encountered difficulties in adapting to the diverse environments of various schools. Lastly, to provide continuous and systematic sexuality education for adolescents with disabilities, the instructors emphasized the need for training and education to better understand disabilities, the development and provision of detailed manuals and teaching aids, and the establishment of collaborative relationships with various individuals who support the students.

장애 청소년, 성교육 강사, 성교육 경험, 질적연구, Adolescents with Disabilities, Sexuality Education Instructor, Sex Education Experience, Qualitative Research

김창배 Chang-bae Kim

DOI:10.34262/kadd.2024.28.3.12 Vol.28(No.3) 223-241, 2024

The purpose of this study was to obtain basic data on college admission for developmentally disabled students and to identify college students' awareness of college admission and college life support. The research method was to conduct a survey on college students who had an understanding of developmental disabilities through educational support in high school disabled students' college life experience and analyze the results. The first result of the study was the awareness that various methods should be used to enter college for career and job education for developmentally disabled students. Second, it was necessary to support non-disabled students and professors' awareness of developmental disabilities, facility improvement, teaching method improvement, and institutional improvement for college life for developmentally disabled college students. As a result, it is necessary to develop various selection methods for college admission for developmentally disabled students and to establish guidelines for awareness education, teaching methods, and evaluation for developmentally disabled college students' college life.

대학생, 발달장애, 대학 입학, 대학생활 지원, 발달장애인 인식, College Students, Developmental Disabilities, College Admission, College Life Support, Awareness of Developmentally Disabled Students

노승현 Seung-hyun Roh , 김정석 Cheong-seok Kim

DOI:10.34262/kadd.2024.28.3.13 Vol.28(No.3) 243-261, 2024

This study examines whether and how the changes in social participation among middle-aged and older adults with intellectual disabilities in comparison to young adults with intellectual disabilities. The analysis utilized data from the second wave of the Panel Survey of Employment for the Disabled, spanning years 1 through 6. The study focused on 343 adults with intellectual disabilities aged 19 and above, including 197 individuals aged 19-34 and 146 individuals aged 35 and older, The descriptive statistics revealed that middle-aged and older adults with intellectual disabilities had a relatively higher proportion of low educational attainment (middle school or lower) and a higher rate of unemployment. Additionally, their overall health status was generally poor. There were no significant differences observed in the level of need for assistance or in experiences of discrimination. The unconditional model analysis showed that levels of social participation for both aged groups tended to decline over time. Middle-aged and older adults started with a lower level of social participation compared to young adults, and their rate of decline was also greater. The conditional model analysis indicated that the factors influencing social participation among middle-aged and older adults with intellectual disabilities were years of education, employment status, and need for assistance. For young adults with intellectual disabilities, experiences of discrimination were the main influencing factor. Recommendations were made to enhance social participation among middle-aged and older adults with intellectual disabilities, based on the factors that affect their participation.

중고령 지적장애인, 사회참여, 잠재성장모형, 다중집단 비교모형, Middle-aged and Older Adults with Intellectual Disabilities, Social Participation, Latent Growth Modeling, Multiple Group Comparison

김선녀 Sun-nyeo Kim , 최민식 Min-sik Choi

DOI:10.34262/kadd.2024.28.3.14 Vol.28(No.3) 263-288, 2024

The purpose of this study is to explore the composition and use of curriculum mapping in the middle school special class education center learning community as a method of special education curriculum reconstruction and implementation process. For the purpose of the study, from 2019 to 2021, the class sharing teacher learning community activity of 12 middle school special class teachers in the same region of Seoul was conducted with 3 cycles and 13 sessions including interviews (group interviews, individual interviews) and participant observation. As a result of the study, a total of 2 major topic areas, 4 subtopics, and 10 subtopics were derived. The first topic was ‘Joint work: essential map mapping’, which included 2 subtopics and 6 subtopics, and the second topic was ‘Use of mapping’, which included 2 subtopics and 4 subtopics. Through the research results, curriculum awareness was expanded through curriculum mapping, curriculum reconstruction, and individualized classes were implemented. The discussion of the study first recognized the need for curriculum literacy and required practical training for curriculum reconstruction and support for a shared space for special education teaching and learning. Second, the need for class curriculum reconstruction was presented based on the experience of curriculum reconstruction, and class expertise was discussed through curriculum-class-assessment integration through individualized class practice. Accordingly, curriculum mapping materials have high utility value for special class teachers, and for this purpose, continuous cooperation in the teacher learning community and sharing of teaching examples among special class teachers is necessary.

교육과정 매핑, 교육과정 재구성, 교육과정 문해력, Curriculum Mapping, Curriculum Restructuring, Curriculum Literacy

전혜진 Hye-jin Jun , 박향경 Hyang-kyung Park

DOI:10.34262/kadd.2024.28.3.15 Vol.28(No.3) 289-305, 2024

This study investigates the experiences of personal assistants in workplace who have assisted workers with developmental disabilities. The participants were five personal assistants in workplace with at least six months of experience in supporting the work of workers with developmental disabilities. Data were collected through one-on-one in-depth interviews and analyzed using the constant comparative method proposed by Glaser & Strauss (1976). The study results revealed that the experience of personal assistants in workplace in supporting the work of workers with developmental disabilities were analyzed under four main themes: self-expectations of personal assistants in workplace, realities of the personal assistants in workplace field, changes in perception during the task execution as personal assistants in workplace, and inadequacies of workplace personal assistance service. The participants expected to assist and motivate the workers with developmental disabilities in the workplace and help them adapt through communication. However, they faced dilemmas about the scope of their roles, difficulties in managing the challenging behaviors of the workers with developmental disabilities, and poor working conditions, which led to a growing sense of disillusionment with the realities of the workplace personal assistance field. In the discussion, it was highlighted that to enhance the employment activation and retention of workers with developmental disabilities based on these findings, directions for improving the service were proposed.

발달장애인 고용, 근로지원인, 발달장애 근로자, 질적연구, Employment of Individuals with Developmental Disabilities, Personal Assistants in Workplace, Workers with Developmental Disabilities, Qualitative Research

김경탁 Gyeong-tak Kim , 김우리 Woori Kim

DOI:10.34262/kadd.2024.28.3.16 Vol.28(No.3) 307-326, 2024

The purpose of this study was to examine the effects of problem-solving learning using coding robots on the academic engagements of elementary school students with developmental disabilities. The study included three elementary school students with developmental disabilities, and the experiment was conducted using a multiple-probe design across subjects. During the baseline phase, problem-solving tasks were presented without intervention, while in the intervention phase, coding education using robots with a tangible teaching method was provided to solve problems. The intervention consisted of a total of 10 sessions, conducted two to three times per week. Two weeks after the intervention ended, the maintenance phase presented problem-solving tasks without any intervention. Academic engagements were observed and measured after each session. The study results were as follows. First, the intervention was found to be effective in improving the attention behaviors of students with developmental disabilities. Second, overall, the intervention was effective in enhancing task-performance behaviors of the students. Third, the intervention influenced the improvement of expressive communication behaviors, though the patterns varied among students. Student A showed improvement in expressive communication behaviors, whereas the scores of student B were inconsistent. Student C initially demonstrated a temporary improvement during the intervention phase, but this was not sustained. In the maintenance phase, the scores of student C initially improved but later exhibited a downward trend. In conclusion, the study demonstrated that problem-solving learning using coding robots produces varied effects on academic engagements depending on the students’ characteristics. Therefore, it is necessary to provide individualized instruction tailored to the individual characteristics of the students.

텐저블 코딩교육, 학습 태도, 주의집중, 과제수행, 의사표현, Tangible Coding Education, Academic Engagement, Attention, Task Performance, Expressive Communication

김용훈 Yong-hun Kim

DOI:10.34262/kadd.2024.28.3.17 Vol.28(No.3) 327-348, 2024

The purpose of this study is to identify trends in borderline intelligence research in Korea and abroad using keyword network analysis. The analysis includes 133 domestic and 315 international articles on borderline intelligent people. The results of the analysis showed that the frequency of keyword occurrence was 'intellectual functioning', 'learning', and 'child' in the domestic literature, and 'intellectual disability', 'mild intellectual disability', and 'mental healthcare' in the international literature, while the co-occurrence frequency was 'intellectual functioning-learning' and 'developmental disability-language' in the domestic literature, and 'intellectual disability-mental healthcare' and 'body attitude-body experience' in the international literature. The centrality analysis showed that 'intellectual functioning', 'child', and 'learning' in the domestic literature and 'academic performance', 'academic skills', and 'adaptive behavior' in the international literature were highly intermediary in the network. The topic coherence analysis revealed that the keywords 'slow learners', 'cognitive learning support', and 'parenting and cognitive functioning' were found in the domestic literature, while the keywords 'adolescent attention deficit', 'intellectual and learning disabilities', 'intellectual disabilities and body attitudes', 'executive functioning and aggression', and 'alcoholism and cognitive functioning' were found in the international literature. The findings of this study are significant in providing direction and policy implications for future borderline intelligence research.

경계선 지능인, 출현 빈도, 키워드 중심성 분석, 토픽 일관성 분석, 연구 동향, Borderline Intelligence, Frequency, Keyword Centrality Analysis, Topic Coherence Analysis, Research Trend

박현옥 Hyeon-ok Park , 김정현 Jeng-hyun Kim

DOI:10.34262/kadd.2024.28.3.18 Vol.28(No.3) 349-371, 2024

This study was conducted to investigate the major trends and characteristics of research related to obstructive factors of inclusive education in Korea since 2001. In this study, a total of 102 papers related to obstructive factors of inclusive education were analyzed based on defined criteria. The research problems of this study were as follows: First, what are the trend of research related to obstructive factors of inclusive education in Korea? Second, what are the characteristics of research related to obstructive factors of inclusive education in Korea? According to the research problem, we analyzed the major trends and characteristics of research related to obstructive factors of inclusive education in Korea. The result of the research is as follows: First, research related to obstructive factors of inclusive education has significantly increased since 2011, with a majority of studies being academic papers, predominantly in special education, and qualitative research methods were the most prevalent. Second, there were many studies targeting general teachers and there were also many studies that did not classification of disability types. And there were a lot of studies targeting elementary schools, and many studies with less than 10 subjects. The most frequently adopted keyword to obstructive factors of inclusive education were lack of administrative, financial, and personnel support. Based on the results and discussions of this study, the direction for the development of research related to obstructive factors of inclusive education.

통합교육, 저해요인, 연구 동향, Inclusive Education, Obstructive Factors, Research Trend

김경민 Kyoung-min Kim

DOI:10.34262/kadd.2024.28.3.19 Vol.28(No.3) 373-398, 2024

This study sought to determine how early childhood special teachers working in kindergarten special classes perceive their educational authority. Based on the analyzed results, the purpose is to propose the contents and policies necessary for educational authority education for prospective early childhood special teachers and new early childhood special teachers. To achieve this purpose, six early childhood special education teachers with less than three years of teaching experience were selected as participants, and two or more individual in-depth interviews were conducted with them. To analyze the interview data collected from them, we used the qualitative research method proposed by Creswell (2018) and open coding, an constant comparative method. As a result, 3 high-level categories, 9 low-level categories, and 31 concepts were derived, divided into types, characteristics, and attitudes of educational authority. Based on these results, the content of educational authority education that should be provided in teacher training courses and new teacher training and the policies that the Ministry of Education and the Office of Education should prepare to protect and establish educational authority were proposed.

교권, 유아특수교사, 질적분석, Educational Authority, Early Childhood Special Education Teacher, Qualitative Analysis

한경인 Kyung-in Han , 신윤희 Yun-hee Shin , 오정숙 Jung-sook Oh

DOI:10.34262/kadd.2024.28.3.20 Vol.28(No.3) 399-424, 2024

The purpose of the study is to examine differences in the perceived response status, degree of psychological burnout, and support needs of workers based on the hours of behavior intervention training they have completed. By doing so, the study aims to identify ways to better equip social welfare service workers to handle aggressive behavior in individuals with developmental disabilities, ultimately enhancing the quality of life for both the workers and the individuals they serve through the establishment of positive behavior interventions. The study participants comprised 139 social welfare service workers providing services to individuals with developmental disabilities across the country. Data were collected via questionnaires and analyzed using the SPSS 28.0 statistical program. The results indicated that groups with more hours of training related to behavior intervention perceived the need for intervention in aggressive behavior as more urgent. Workers who had more training hours utilized a wider variety of intervention methods, although the effectiveness of these interventions was generally low. Additionally, there was a positive correlation between the workers' psychological burnout experiences and their support needs based on the training hours, though the correlation was weak. This study contributes to understanding the perceptions of workers regarding the intervention of aggressive behavior in individuals with developmental disabilities and provides a foundation for developing effective support measures. It suggests the need to expand behavior intervention training for workers, implement organizational measures to prevent psychological burnout, develop intervention manuals tailored to the characteristics of challenging behaviors in individuals with developmental disabilities, and establish educational programs for both workers and parents.

발달장애 성인, 공격행동, 대응실태, 심리적 소진, 지원요구, Developmental Disabilities, Aggressive Behavior, Response Status, Psychological Burnout, Support Needs

김영준 Young-jun Kim , 권량희 Ryang-hee Kwon

DOI:10.34262/kadd.2024.28.3.21 Vol.28(No.3) 425-453, 2024

The purpose of this study was to explore the types of links between life cycle-based lifelong education-related institutions through the intervention of support centers for persons with developmental disabilities (PDD). The method of the study used FGI for participants selected by purposeful sampling. The content of the study focused primarily on longitudinal and transverse paths and procedures that can strengthen the intervention function of the support center through a life cycle-based approach of the Individualized Support Plan (ISP) for PDDs. In other words, since the individualized support plan for PDDs includes a variety of perspectives and elements on independent life, it can be developed into a balanced restructuring category such as comprehensive learning capabilities for access to lifelong education curriculum, housing security service management capabilities, rights protection and advocacy-based social participation capabilities, self-determination-based daily living capabilities, employability-linked adult life work capabilities, and follow-up management capabilities. Based on this, a procedure to specifically map the areas of lifelong education curriculum for PDDs (humanities and literacy education, vocational competency improvement education, civic participation education, etc.) and related institutions was presented. And by presenting the type of collaboration (request, expansion, and connection level) according to the intervention of the support center in relation to the lifelong education support system for PDDs mapped in this way, the procedure and possibility for the support center to promote integrated management by field (education, welfare, and employment) were also reflected. In addition, through the individualized support plan, which corresponds to the main practice for the intervention of the support center for PDDs, a roadmap was proposed for related organizations in each field to be jointly linked as a category of lifelong education related organizations. In conclusion, this study is primarily significant in presenting the development type for linkage between lifelong education-related institutions based on the introduction type through restructuring of individualized support plans, including the intervention leadership of the support center for PDDs. Finally, this study was able to derive the possibility that the support center and individualized support plan, which are recognized as a service-oriented welfare field for PDDs, can lead the advancement of the support system for lifelong education in other fields.

Support Centers for Persons with Developmental Disabilities, Interventions, Life Cycle-Based, Lifelong Education-Related Institutions, Types of Links, 발달장애인지원센터, 개입, 생애주기 기반, 평생교육 유관기관, 연계 유형

추연구 Youn-gu Chu

DOI:10.34262/kadd.2024.28.3.22 Vol.28(No.3) 455-472, 2024

The purpose of this study was to explore the need to establish and expand a concept based on the suggestion of inclusive education from the United Nations. The research objective was put on, first, a measure relevant to inclusive education according to an educational proposal from the United Nations, second, a reason for a problem and misunderstanding about establishing a concept of inclusive education, and thirdly, the necessity of extending a concept of inclusive education. As a research method corresponds to a literature review, it was mainly used the literature related to inclusive education, and the theses and books published by UNESCO. As a result of the research, first, the suggestion of inclusive education from UNESCO is understood the inclusive education as a school for all with a special educational demand in the dimension of the human rights and the rights focusing on the 1994 Salamanca declaration and code of conduct and on the 2006 Convention on the Rights of Persons with Disabilities. The 2030 agenda for the sustainable development following the United Nations Sustainable Development Summit 2015 was designated with 17 action goals in 5 areas, thereby aiming to practice the high-quality education for all through the global practice toward the inclusive society. Second, a concept of inclusive education is not consistent depending on the scholar or the country that defines the concept. A cause for the appearance of substantial misunderstanding could be found the problems such as a difference in a coping method according to a situation of each country, as a participation level of the general education system, and as the inclusion of children with profound disabilities. Thirdly, to expand inclusive education, the needs were indicated to contain a complete support for inclusive education and for integration, and an effort to improve a school system as the victim of an inaccurate understanding of integration is a child.

통합교육, 살라망카 선언, 장애인 권리 협약, 지속 가능한 개발 목표, Inclusive Education, The Salamanca Statement, Convention on the Rights of Persons with Disabilities, SDGs, Sustainable Development Goals